Our image-rich, media-dominated culture prompts critical thinking about how we educate young children. In response, this volume provides a rich and provocative synthesis of theory, research, and practice that pushes beyond monomodal constructs of teaching and learning. It is a book about bringing "sense" to 21st century early childhood education, with "sense" as related to modalities (sight, hearing), and "sense" in terms of making meaning. It reveals how multimodal perspectives emphasize the creative, transformative process of learning by broadening the modes for understanding and by encouraging critical analysis, problem solving, and decision-making. The volume's explicit focus on children's visual texts ("art") facilitates understanding of multimodal approaches to language, literacy, and learning. Authentic examples feature diverse contexts, including classrooms, homes, museums, and intergenerational spaces, and illustrate children's "sense-making" of life experiences such as birth, identity, environmental phenomena, immigration, social justice, and homelessness. This timely book provokes readers to examine understandings of language, literacy, and learning through a multimodal lens; provides a starting point for constructing broader, multimodal views of what it might mean to "make meaning;" and underscores the production and interpretation of visual texts as meaning making processes that are especially critical to early childhood education in the 21st century.

Over the last two decades, the use of instructional coaching has surged in PreK-12 education settings as one way to support the implementation of instructional best practices in a wide range of disciplines. Perhaps this is partly due to professional development (PD) research indicating that more sustained durations of meaningful collaboration focused on context-relevant topics is necessary. The authors have experienced this surge firsthand as practitioners, state leaders, preservice teacher-educators, education researchers, and PD providers. It is clear that coaching - when done well - supports educators in their use of best practices. However, not all educators have access to high-quality instructional coaching due to multiple factors, which typically include isolation (geographic and otherwise), limited financial support, and limited PD time. In addition, the Covid 19 global pandemic brought long periods of quarantine and social isolation where educators were scrambling to teach in an unfamiliar medium and virtual coaching was the only way they could receive PD. For these reasons, many districts are exploring virtual solutions to providing PD and coaching support. This book will clearly connect research and best practices for coaching virtually through VECTOR (c), and offer specific guidance (e.g., coaching questions, coach-coachee activities) and relatable anecdotes to support working with educators in each phase. Practitioner examples will engage readers as they contextualize examples, develop a deeper understanding, and generate a vision for virtual coaching and how to do it effectively. The proposed text stands apart from other texts about coaching and coaching models in that it specifically addresses how to effectively implement virtual coaching in the field of education. It will show that virtual coaching offers a way for administrators to implement personalized and job-embedded professional development for teachers, and do so affordably in a manageable way. It also shows how technology can provide more equitable access to job-embedded and personalized professional learning (through virtual coaching) across all educational institutions. The primary audiences for this book include those responsible for supporting implementation of a variety of strategies and practices in the field of education. These audiences include professional development providers, building and district-level education leaders, on-site instructional coaches, virtual coaches, educational service center leaders and providers, and even educational researchers responsible for implementing interventions across a broad geographical region. Secondary audiences may include corporate trainers, and those who coach virtually in other fields of leadership and wellness. This book aims to translate research to practice in an approachable, easy-to-read format that virtual coaches can easily understand and apply to their own work with virtual coaching participants.

The book introduces techniques to improve the effectiveness of serious games in relation to cognition and motivation. These techniques include ways to improve motivation, collaboration, reflection, and the integration of gameplay into various contexts. The contributing authors expand upon this broad range of techniques, show recent empirical research on each of these techniques that discuss their promise and effectiveness, then present general implications or guidelines that the techniques bring forth. They then suggest how serious games can be improved by implementing the respective technique into a particular game.

"If you want to learn how to bring the best performances out of the people who surround you, then this straightforward guidebook on human resource development provides you with the tools you need to cause positive change.People new to the field as well as industry veterans will find practical information and guidance, including how to: facilitate dynamic adult learning experiences; help people develop confidence, vigor, and zeal to meet challenges; write the best performance criteria; establish an atmosphere where learning is always promoted.All supervisors must take responsibility in helping their employees meet expectations and become successful professionals. This also applies to ministers, rabbis, imams, and other leaders who encourage people to lead more productive and satisfying lives.Regardless of whether you are a human resource professional, it's imperative that you rise to the challenge and take the necessary steps to help others rise to their potential. Learn how to do it step by step with A Mini Course in Training Design. It provides guidance on how you can become a motivational force. Through human resource development tools, you can develop qualities such as expertise, empathy, and enthusiasm that will help you to develop training methods specialized to your purpose and to your people."

This book examines challenges associated with the education of teachers in and for rural places. It offers a new perspective with respect to how Canadian educators are shifting the conversation toward a hopeful discourse concerning how educators can foster meaningful rural learning environments, which will contribute to building stronger rural communities and regions. A central focus of the book is emerging reconceptualization of education, place and indigeneity in Canadian education in the wake of the Truth and Reconciliation Commission Though the challenge of addressing rural teaching and learning lies partly in the nuances and complexities of unique places, there are also common threads that affect virtually all communities in rural, regional and remote educational, cultural, economic, and social geographies. Chapters in this collection provide current research in Canadian rural education including examples and stories from the field - contributed by teachers, administrators, and superintendents - on the challenges and creative opportunities that they have discovered in their own rural context, giving hope and inspiration for what is possible. The book will appeal to all readers interested in rural education and teacher education, as well as to those concerned with educational inequality and indigenous education.

A Teacher's Guide to Successful Classroom Management and Differentiated Instruction is a practical, straightforward conversation with teachers about two key aspects of their work. The first section shows teachers how to create the learning environment they want, leading them step by step through the process that establishes a productive, trusting relationship between teacher and students. The second section describes differentiated instruction: what it is and how to do it, where it fits into the teaching cycle and how it yields maximum gains for every student. Illustrating concepts with examples from both elementary and secondary classrooms, the guide also offers strategies, checklists, and activities to help teachers improve their practice.

How do we educate so all can learn? What does differentiation look like when done successfully? This practical guide to differentiation answers these questions and more. Based on national and international work, McCarthy shares how educators finally understand how differentiation can work. Bridging pedagogy and practice, each chapter addresses a key understanding for how good teaching practices can include differentiation with examples and concrete methods and strategies. The book is constructed to differentiate for diverse educators: veteran of many years to the pre-service teacher, classroom teacher leader to administrator as instructional leader, and coaches for staff professional development: *Presents common language for staff discussing learner needs. *Provides structures for designing powerful learning experiences so all can learn. *Includes chapter reflection questions and job-embedded tasks to help readers process and practice what they learn. *Explore a supporting website with companion resources. All learners deserve growth. All teachers and administrators deserve methods and practices that helps them to meet learner needs in an ever challenging education environment. Take this journey so all can learn.

"In this masterful work George Gray calls the church to live out the most natural expression of her love and obedience to the Master. Grounded in careful exegesis, comprehensive, and sensitive to the complexities of modern life, Gray examines the Gospels as a script that reveals not only how Jesus shaped the first disciples, but how we must carry on making disciples in His name."

-David B. Capes, Thomas Nelson Research Professor, Houston Baptist University

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Discipleship is not about teaching someone to pray and read his or her Bible; it is about learning how Jesus wants us to pray and read our Bibles. Discipleship is not about the doctrine of the Church, but the doctrine of Jesus Christ, the head of the Church. It is not about attending a church service, but attending to the Lord Jesus's view of what it means to be the church.

In "Discipleship from Jesus's Perspective," author George Gray presents a guide for becoming a disciple the way Jesus intended, that discipleship means adhering to His expressed will. Gray carefully examines Jesus's pivotal statements regarding discipleship and unearths the key principles that transform the art of making a disciple from a subjective guessing game to an objective and definitive master plan.

Including purposeful questions and exercises, "Discipleship from Jesus's Perspective" provides practical steps for following the master plan and applying the commands to everyday life to become a true disciple of Jesus.

This book describes lessons learned from the implementation of research based learning at Maastricht University. Well-known for its problem based learning (PBL) educational model, Maastricht University implemented research-based learning (RBL) as a new educational concept in addition to PBL, around 2009. The model has taken the shape of an excellence programme offering third-year bachelor students an opportunity to conduct academic research together with academic staff. The introduction of the research-based learning concept into the programmes of all Maastricht University's faculties has resulted in a range of RBL models that vary to fit the various disciplines and programmes offered by the faculties. The book first presents theoretical models and a description of the concepts of research-based learning and undergraduate research (UGR). Next, by means of case studies, it describes the formulas developed to suit the various programmes, the challenges encountered, the initial reservations on the part of the staff, the limitations caused by regulations and demands of the curricula, as well as the successes and results of the excellence programme. The disciplines described in the case studies include psychology and neuroscience, knowledge engineering, social and cultural sciences, law, and business and economics.

This book reflects on science education in the first 20 years of the 21st century in order to promote academic dialogue on science education from various standpoints, and highlights emergent new issues, such as education in science education research. It also defines new research agendas that should be "moved forward" and inform new trajectories through the rest of the century. Featuring 21 thematically grouped chapters, it includes award-winning papers and other significant papers that address the theme of the 2018 International Science Education Conference.

The book provides a systemic view of the state-of-the- art of Digital Game Based Learning (DGBL) across the lifespan, from age-specific game design requirements to technological devices that could overcome child and older adult difficulties in the use of DGBL technologies. Other topics include cross-generational digital game-based learning, workplace gaming, exergaming, serious games to tackle societal challenges,and implications of DGBL across the lifespan for game designers. In addition to the state-of-the-art methodologies provided for age-specific gamedesign, development, implementation and assessment, a significant portion of the book focuses on case studies where DGBL have been designed and implemented in every age groups and in cross-generational situations.

Throughout its 4,000-year history, Korea has created a vibrant and unique culture. Unfortunately, many believe it developed solely due to China's influence, thus leaving no room for an independent history and culture. This is simply wrong.

"The New History of Korean Civilization" explores the existence of a distinctive Korean culture established by the Korean people and separate from its Chinese and Japanese counterparts. Author Chai-Shin Yu, distinguished professor of Korean studies, surveys the history of cultural life in Korea and provides a detailed account of this country's remarkable heritage.

From the prehistoric age through the rise of the Chos n Dynasty and up to the creation of the Republic of Korea, this concise history traces the development of history, politics, philosophy, religion, literature, and art. Chai-Shin Yu shows how Korean culture also played a vital role in the formation of Japanese culture.

Written for the purpose of introducing the roots of Korean culture to Westerners and second-generation Koreans living in the West, "The New History of Korean Civilization" is a bold addition to the historiography of Korea.

This book reports on research and practice on computational thinking and the effect it is having on education worldwide, both inside and outside of formal schooling. With coding becoming a required skill in an increasing number of national curricula (e.g., the United Kingdom, Israel, Estonia, Finland), the ability to think computationally is quickly becoming a primary 21st century "basic" domain of knowledge. The authors of this book investigate how this skill can be taught and its resultant effects on learning throughout a student's education, from elementary school to adult learning.

This book focuses on international research in statistics education, providing a solid understanding of the challenges in learning statistics. It presents the teaching and learning of statistics in various contexts, including designed settings for young children, students in formal schooling, tertiary level students, and teacher professional development. The book describes research on what to teach and platforms for delivering content (curriculum), strategies on how to teach for deep understanding, and includes several chapters on developing conceptual understanding (pedagogy and technology), teacher knowledge and beliefs, and the challenges teachers and students face when they solve statistical problems (reasoning and thinking). This new research in the field offers critical insights for college instructors, classroom teachers, curriculum designers, researchers in mathematics and statistics education as well as policy makers and newcomers to the field of statistics education. Statistics has become one of the key areas of study in the modern world of information and big data. The dramatic increase in demand for learning statistics in all disciplines is accompanied by tremendous growth in research in statistics education. Increasingly, countries are teaching more quantitative reasoning and statistics at lower and lower grade levels within mathematics, science and across many content areas. Research has revealed the many challenges in helping learners develop statistical literacy, reasoning, and thinking, and new curricula and technology tools show promise in facilitating the achievement of these desired outcomes.

A volume in Contemporary Language Education Series Editor: Terry A. Osborn, Fordham University The significant change in public schools over the last two decades warrants a response in how we prepare teachers. This volume is an effort to share the contributors' knowledge, experience and ideas with colleagues, particularly with novice language teacher educators. The suggestions in the chapters are primarily provided for the teaching methods course, but many can be adapted to other education courses or for professional development programs. The first section of the introduction provides a review of issues identified in teacher education including debates, accountability, and government influence over education. The second section explores teacher educators in the literature such as issues in their practice, and a focus on foreign language teacher educator practice. The third section provides a brief overview of the chapters in the book

Current teaching, learning and assessment practices can lead students to believe that courses within a programme are self-sufficient and separate. Integrative Learning explores this issue, and considers how intentional learning helps students become integrative thinkers who can see connections in seemingly disparate information, and draw on a wide range of knowledge to make decisions. Written by international contributors who engaged reflectively with their teaching and their students' learning, the book seeks to develop a shared language of integrative learning, encouraging students to adapt skills learned in one situation to problems encountered in another, and make autonomous connections across courses, between experiences, and throughout their lives. More informed teachers can help students develop the necessary attributes for intentional learning, which include having a sense of purpose, fitting fragmentary information into a 'learning framework', understanding something of their own learning processes, asking probing questions, reflecting on their own choices, and knowing when to ask for help. Integrative Learning draws on international research and vast studies to provide the reader with the resources to ensure access to a unified learning experience. The book discusses conceptual and technical tools necessary for facilitating integrative learning across a range of disciplines as well as providing learning pedagogies and considers integrative learning in the context of the relevance of higher education in the complexity and uncertainty of the 21st century. It will appeal to academics and researchers in the field of higher education, as well as those generating higher education curriculums.

We all share responsibility for vitalizing American education. As Myles Friedman makes clear, many of the changes needed are beyond the ability of educators to implement alone. They need supportive coalitions among government, community, and business leaders and agencies to force change. The purpose of the book is to present a prescription for interesting students in school so that they will want to attend and learn; developing law-abiding, productive citizens who are able to keep our nation at the forefront through innovation; and enabling students to find personal satisfaction while making social contributions. The emphasis is on changing what and how students are taught, rather than on changing the organization or politics of education. Friedman asserts that it is the instruction students receive in the classroom that determines their potential much more than the structure of the educational system or the politics that govern it. We all share responsibility for vitalizing American education. As Myles Friedman makes clear, many of the changes needed are beyond the ability of educators to implement alone. They need supportive coalitions among government, community, and business leaders and agencies to force change. The purpose of this book is to present a prescription for interesting students in school so that they will want to attend and learn; developing law-abiding, productive citizens who are able to keep our nation at the forefront through innovation; and enabling students to find personal satisfaction while making social contributions. The emphasis is on changing what and how students are taught, rather than on changing the organization or politics of education. Friedman asserts that it is the instruction students receive in the class that determines their potential much more than the structure of the educational system or the politics that govern the system. Teaching students how to control outcomes is the thesis that permeates the book. People must learn to control outcomes if they are to benefit themselves or society. They must be able to control outcomes well enough to take care of themselves, become gainfully employed, and to get what they want from life--whatever that may be. This important book is for professionals, academic, and community leaders responsible for improving education.

Throughout the world, teacher education is once more in the spotlight. This book focuses on recent trends and experiences in England and Wales, where external pressures have caused tension between the technician model of teacher education, in which teachers learn primarily on the job alongside colleagues, and traditional forms of teacher education based in higher education institutions. This tension superficially replicates an old dichotomy between practice and theory. The contributors to this volume reflect on ideas and attempts to integrate theory and practice. Key questions and themes recur: the balance and relationship between work done in school on the job and work away from the workplace, such as in universities; teacher education as a partnership activity; and the need to critically examine the institutional, cultural, and historical context in which they work.

Readings for Reflective Teaching in Further, Adult and Vocational Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for further, adult and vocational education practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of further, adult and vocational professionals. Readings for Reflective Teaching in Further, Adult and Vocational Education, the core text, Reflective Teaching in Further, Adult and Vocational Education, and the website, provide a fully integrated set of resources promoting the expertise of further, adult and vocational professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.

School districts today face increasing calls for accountability during a time when budgets are stretched and students' needs have become increasingly complex. The teacher's responsibility is to educate younger people, but now more than ever, teachers face demands on a variety of fronts. In addition to teaching academic content, schools are responsible for students' performance on state-wide tests. They are also asked to play an increasingly larger role in children's well-being, including their nutritional needs and social and emotional welfare. Teachers have shown themselves to be more than capable of taking up such challenges, but what price is paid for the increasing demands we are placing on our schools? Understanding Teacher Stress in an Age of Accountability is about the nature of teachers stress and the resources they can employ to cope with it. Accountability is a two-way street and the authors in this volume suggest remedies for reducing teacher stress and in all likelihood increasing student learning-greater administrative support, more and better instructional materials, specialized resources targeted at demanding children, parental support, and professional recognition. Readers will discover that lack of funding, low pay, concerns about academic performance and student misbehavior, and increased public and governmental scrutiny are not exclusive to the United States. In this volume, the third in a series on Research on Stress and Coping in Education, authors from Australia, Turkey, Malaysia, and the Netherlands sound the same alarms, post the same warnings, and draw similarly disturbing conclusions.

This book describes how a support structure can be built to enhance peer-to-peer (and also students-to-lecturers) communication and support. It informs lecturers on how they can decide if they should adopt one or more social media tools to facilitate students' learning, communication, and support for an internship program. This book introduces a participatory design approach that can help develop a pedagogy that will make good use of social media tools on internship learning. It presents a framework for experiential internship learning, integrating helpful educational practices such as participatory design approach and the use of social media.

Each chapter will include key words, further reading and advice on applying ideas Australian school team leaders will have access to a single handbook which provides examples of feasible ideas to inform implementation to share with educators Several case studies will be used throughout Australian technical assistance teams will have persuasive local evidence to inform their training International researchers & implementers will learn about successful innovations & applications

A demonstration of instructional design, from the point of view of what the learner is going to do. The chapters examine the instructional design process; perception and visual literacy - learner analysis; layout and design; the World Wide Web; and e-learning.